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Paper 2026-12

НАГЛАСИ И ГОТОВНОСТ НА ПЕДАГОГИЧЕСКИТЕ СПЕЦИАЛИСТИ ЗА ФОРМИРАНЕ НА ДИГИТАЛНИ КОМПЕТЕНТНОСТИ В НАЧАЛНИЯ И ПРОГИМНАЗИАЛНИЯ ЕТАП – СРАВНИТЕЛНО ПРОУЧВАНЕ

Красимира Атанасова Димитрова
Бургаски държавен университет „Проф. д-р Асен Златаров“, Бургас

ATTITUDES AND READINESS OF EDUCATIONAL PROFESSIONALS TO DEVELOP DIGITAL COMPETENCES IN PRIMARY AND LOWER SECONDARY EDUCATION – A COMPARATIVE STUDY

Krasimira Atanasova Dimitrova
Burgas State University “Prof. Dr Asen Zlatarov”, Burgas

*Авторът изказва благодарност към Национална научна програма „Развитие на научните изследвания и иновациите в системата на българското предучилищно и училищно образование“, Компонент 3, за финансирането на настоящата работа.

Abstract: The article examines the attitudes, professional readiness, and pedagogical practices of educational professionals related to the development of digital competences among students in Grades 1–6. The original contribution of the study lies in the comparative analysis of teachers working with different grade groups and in distinguishing between technological confidence, knowledge of curriculum requirements, and methodological readiness for competence development. The study is based on data collected through an anonymous online survey among educational professionals working with students in Grades 1 – 2, 3 – 4, and 5 – 6, including a small group of teachers working with mixed-grade classes at the primary level. The instrument explores confidence in using digital technologies, knowledge of the digital competences embedded in the curricula, professional readiness, cross-curricular integration, project-based activities, collaboration, professional development, and organisational and material conditions. The data were analysed using descriptive statistics and comparisons of response distributions. The results indicate high confidence in the use of digital technologies, but more limited knowledge of the requirements for developing digital competences across different school subjects and only partial professional readiness. A discrepancy is also observed between positive attitudes towards the crosscurricular development of digital competences and the systematic use of digital projects, shared resources, and collaborative practices. The study shows that the sustainable development of students’ digital competences requires practice-oriented professional development, methodological support, access to technology, and more active professional collaboration.

Keywords: digital competences, professional readiness, digital technologies, cross-curricular integration

References:

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(Endnotes:)
1. https://publications.jrc.ec.europa.eu/repository/handle/JRC128415. DigComp 2.2: The Digital Competence Framework for Citizens – With new examples of knowledge, skills and attitudes.
2. Vuorikari, R., Kluzer, S., Punie, Y. DigComp 2.2: The Digital Competence Framework for Citizens – With New Examples of Knowledge, Skills and Attitudes. Luxembourg: Publications Office of the European Union, 2022. ISBN 978-92-76-48882-8. DOI: 10.2760/115376.
3. European Commission. Digital Education Action Plan 2021–2027: Resetting Education and Training for the Digital Age. Brussels: European Commission, 2021. https://education.ec.europa.eu/focus-topics/digital-education/actions
4. Global Education Monitoring Report Team. Technology in Education: A Tool on Whose Terms? Global Education Monitoring Report 2023. Paris: UNESCO, 2023. https://www.unesco.org/gem-report/en/publication/technology

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